Promoting psychosocial well-being in schools with a focus on trauma and gender
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Trauma needs to be identified and addressed in schools, based on gender-specific characteristics, through educational support services to assist affected students and families. Children attending school may experience trauma as a result of adverse experiences. This theoretical article aims to analyze how schools can become safe and trauma-sensitive environments, based on an understanding of Post-Traumatic Stress Disorder (PTSD) and its physiological implications. Trauma-sensitive schools enable the emotional and physical safety of students through the role of school staff, fostering changes in policies and protocols for safe environments with a gender perspective. These policies are based on improving the academic and behavioral outcomes of students with different characteristics from an equality perspective. It is concluded that an institutional approach to trauma from a sensitive and gender-sensitive perspective is essential for generating inclusive and protective educational environments.
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